Kamis, 23 April 2015


eLearning
The Purpose of eLearning
E-learning is any type of learning that takes place through or with a computer. E-learning is primarily facilitated through the Internet but can also be accomplished with CD-ROMs and DVDs, streaming audio or video and other media. The purpose of e-learning is to allow people to learn for personal accomplishment or to earn a professional degree, without physically attending a traditional university or academic setting. E-learning can be applied for all levels of schooling from grade school to graduate degrees, and is versatile enough to accommodate all learning styles.

The Advantages of eLearning training includes:

More Flexible – eLearning can be done in short chunks of time that can fit around your daily schedule. Unlike public scheduled and in-house training, you don’t have to dedicate an entire day to the training that has been organised by your company.
Mobile – it is a very mobile method. Learning can be done on the train, on a plane or any other time that could normally be wasted.
No Travel– eLearning can be done wherever you have a device capable of doing so. Therefore again you can fit it in to your schedule, but also save money on the costs of travel.
Lower cost – As you aren’t using a trainer’s time or any room or equipment, eLearning tends to be the much cheaper option.  Equally for companies that have thousands of employees then it can reduce the cost per head especially on areas such as Money Laundering, Compliance and Microsoft Office training.

The Disadvantages of eLearning Training includes:

Lack of Control– Learners with low motivation tend to fall behind when using eLearning as there are no set times to be doing it and they are responsible for the organisation themselves.
Learning ApproachIt is still a challenge to make eLearning appeal fully to these groups as different people learn better or worse using different styles. Some may prefer images, some prefer just reading words and some prefer to talk about or actually do a task in order to learn.
Isolated – A lot of questions are a lot easily answered when face to face with someone when you can guarantee an instant answer. eLearning often doesn’t allow that with trainers often having to answer numerous questions all of the time and only doing it within working hours – where a lot of learners may prefer to do their learning out of working hours.
E-Learning will be used or not depends on government policy in education and how users view or assess the e-learning. But generally the use of these technologies depends on: (1). Is the technology was already a requirement?, (2). Is adequate supporting facilities?, (3). Is supported by adequate funding?, and (4). Is there support from policy makers?
One thing that should be emphasized and understood is that e-learning can not completely replace conventional learning activities in class. However, e-Learning can be a partner or complementary with conventional learning in the classroom. e-Learning is an independent "basic thrust" of electronic learning activities, but this type of learning activities still require adequate interaction in an effort to maintain its quality.

Sumber :


Senin, 30 Maret 2015

Izhaty Chairina Devi 2201412037 got "74%" on this Quibblo quiz: ICDL Module 1 รข€“ Concepts of ICT (Test1 - 50 Questions)! My result for "ICDL Modu... http://qz4.me/wIfOJ6


Izhaty Chairina Devi 2201412037 got "74%" on this Quibblo quiz: ICDL Module 1 รข€“ Concepts of ICT (Test1 - 50 Questions)! My result for "ICDL Modu... http://qz4.me/wIfOJ6

Computer-Assisted Language Learning:
An Introduction
Computers have become so widespread in schools and homes. This article provides brief overview of how computers have been used and are being used for language teaching. The first phase of CALL, conceived in the 1950s and implemented in the 1960s and ‘70s, was based on the the dominant behaviorist theories of learning. In the late 1970s and early 1980s, behavioristic CALL was undermined by two important factors. First, behavioristic approaches to language learning had been rejected at both the theoretical and the pedagogical level. Secondly, the introduction of the microcomputer allowed a whole new range of possibilities. The stage was set for a new phase of CALL.
The second phase of CALL was based on the communicative approach to teaching which became prominent in the 1970s and 80s. Proponents of this approach felt that the drill and practice programs of the previous decade of this approach felt that the drill and practice programs of the previous decade didn’t allow enough authentic communication to be of much value.
Integrative approaches to CALL are based on two important technological developments of the last decade. Mutimedia technology allows a variety of media to be accessed on a single machine. What makes multimedia even more powerful is that it also entails hypermedia. That means that the multimedia resouces are all linked together and that learners can navigate their own path simply by pointing and clicking a mouse.
The history of CALL suggested that the computer can serve a variety of uses for language teaching. It can be a tutor which offers language drills or skill practice; a stimulus for discussion and interaction; or a tool for writing and research. With the advent of the internet, it can also be a medium of global communication and a source of limitless authentic matrials.
As with the audio language lab "revolution" of 40 years ago, those who expect to get magnificent results simply from the purchase of expensive and elaborate systems will likely be disappointed. But those who put computer technology to use in the service of good pedagogy will undoubtedly find ways to enrich their educational program and the learning opportunities of their students.

Sumber :

Minggu, 22 Maret 2015

Second Summary


ICT is the information and communication technologies. “ICT in Education” means “teaching and learning with ICT. Educational ICT tools is divided into 3 categories, they are input source (visualiser, student response system, PC, application software, tablet), Output Source (projector, display, interactive whiteboard), Other (digital camera, digital recorder). ICT tools also have advantages for education, such as, images can easily be used in teaching and improving the retentive memory of students, teachers can easily explain complex instructions and ensure students' comprehension, teachers are able to create interactive classes and make the lessons more enjoyable. The other hand, it also have disadvantages, such as, setting up the devices can be very troublesome, too expensive to afford, hard for teachers to use with a lack of expensive using ICT tools.
The Internet is not widely available in most LDCs, such as radio and television have a much greater penetration than the Internet throughout much of the developing world, and the substantial gap is not expected to be closed soon. Radio instruction in formal education has been well studied, especially the links between the use of radio in combination with school-based educational resources and a variety of pedagogical practices. Television has been utilized successfully as a mechanism for reaching out-of-school youth in a number of countries, especially in Latin America and China, and the results of such projects have been widely disseminated.
The example of online tools you can use straight away, without needing to raise a purchase order or barter for budget allocation. Wallwisher, allows users to build virtual classroom Walls, in the sense you might be familiar with from Facebook, onto which 160-character messages, web links, images, videos and audio may be posted. Prezi, provides users with a large canvas upon which to pin text slides, video clips and images. The finished product is leaps and bounds ahead of PowerPoint in terms of style, engaging the attention of pupils who groan with over-familiarity at seeing cheesy slide transitions on the whiteboard.
Information and Communication Technologies (ICT) enables students to develop and apply skills, knowledge and understanding of ICT in their composing, responding and presenting, and as part of the imaginative and critical thinking they undertake in English.